Wiske et al (2004) introduce educators to the Teaching for Understanding (TfU) framework for two major purposes: 1) to ensure that curriculum design focuses on developing students’ understanding, and 2) to clarify how technology provides significant educational leverage. In order to help achieve these purposes, the TfU framework focuses on five key features (generative topics, understanding goals, performances of understanding, ongoing assessment, and reflective collaborative communities).
In this unit we’ll look at the framework’s incorporation of generative topics into curriculum and lesson planning. We think educators’ use of generative topics within the TfU framework could be strengthened through the use of essential questions, a curricular strategy originated by Theodore Sizer (Coalition of Essential Schools) and later developed by Wiggins & McTighe (Understanding by Design, 1998/2006 optional reading).
Let’s use this discussion forum to share examples of generative topics and essential questions from your experience, and/or your group/individual projects. How might these generative topics and essential questions help focus student understanding and leverage technology’s use and integration?
As your group work develops, you may be using other spaces (threads, wikis, etc.) to brainstorm your project – however do also post your ideas regarding generative topics and essential questions here so others can learn from your experiences.
Be sure to read the Unit V description for introductory information and optional links/readings on essential questions. A particularly useful resource is the Connecticut science curriculum frameworks, which is structured with essential questions (find examples of questions by searching for question marks in the document).
Monday, March 23, 2009
Unit 5
How does the Teaching for Understanding with Technology (TfU) Framework compare / contrast (similarities, differences, strengths, weaknesses, etc.) with other frameworks/perspectives/strategies that we have been looking at in readings (required or optional) and is it compatible with them? You could also expand this analysis to include other frameworks/ perspectives/ strategies with which you are familiar.
Some examples of comparable frameworks/perspectives/strategies may include:
1) Dewey multiple arguments about the child and the curriculum
2) Jonassen’s emphasis on meaningful learning and mindtools,
3) Uden & Beaumont’s problem-based learning,
4) Sharans’ Group Investigation,
5) Grant & Wiggins’ Understanding by Design model with essential questions and backwards design (optional).
In looking at the first two features of the TfU framework, Generative Topics and Understanding Goals, there are similarities and differences to Uden and Beaumont's problem based learning.
PBL is predicated on "carefully selected and designed problems" that students learn to solve. The aim is solving the constructed problem, and, more importantly, learning in the process. The problem to solve may or may not be fascinating and compelling to the teacher.
The TfU framework is based on generative topics that don't necessarily aim to solve a problem but in fact have a "bottomless" quality that generates and rewards continued inquiry, as stated in exhibit 1.1 of our text. This would imply that the topic be broader and less specific than target problems in PBL. There is a limitless quality here.
The TfU framework clearly defines and states goals where this is not overtly articulated in PBL. In contrast, in PBL learning issues are identified in the process of working through the problem.
Some examples of comparable frameworks/perspectives/strategies may include:
1) Dewey multiple arguments about the child and the curriculum
2) Jonassen’s emphasis on meaningful learning and mindtools,
3) Uden & Beaumont’s problem-based learning,
4) Sharans’ Group Investigation,
5) Grant & Wiggins’ Understanding by Design model with essential questions and backwards design (optional).
In looking at the first two features of the TfU framework, Generative Topics and Understanding Goals, there are similarities and differences to Uden and Beaumont's problem based learning.
PBL is predicated on "carefully selected and designed problems" that students learn to solve. The aim is solving the constructed problem, and, more importantly, learning in the process. The problem to solve may or may not be fascinating and compelling to the teacher.
The TfU framework is based on generative topics that don't necessarily aim to solve a problem but in fact have a "bottomless" quality that generates and rewards continued inquiry, as stated in exhibit 1.1 of our text. This would imply that the topic be broader and less specific than target problems in PBL. There is a limitless quality here.
The TfU framework clearly defines and states goals where this is not overtly articulated in PBL. In contrast, in PBL learning issues are identified in the process of working through the problem.
Monday, March 16, 2009
Spreadsheets as mindtools in an EFL context
At first was I reaching to find ways in which spreadsheets can be used to facilitate English language learning.
-students can practice writing about the data represented on the spreadsheet
-spreadsheets can be used to facilitate learning of conditional sentences
-listening practice
-students can practice writing about the data represented on the spreadsheet
-spreadsheets can be used to facilitate learning of conditional sentences
-listening practice
Sunday, March 15, 2009
Mindtools discussion
Howie's question-Jonassen says that people us each of the mindtools he describes to model the world in a different way. What do you think of this idea?
Jonassen says that "when students teach the computer, they represent their internal, mental modes in different ways using different programs." This enables learning to become more tailored to an individual's style of learning and view of the world. Using mindtools allows students to externalize what had only been an internal thought process. This is highly individualist and enables that unique modeling spoken about in the initial question.
I agree with Paul that this speaks to the idea of constructivist learning in that mindtools, in general, allow personal representations of learning to be evidenced.
In what way does any of these mindtools model the world? Or, what different kinds of thinking are used when we use different mindtools to model the world?
Jonassen says that "when students teach the computer, they represent their internal, mental modes in different ways using different programs." This enables learning to become more tailored to an individual's style of learning and view of the world. Using mindtools allows students to externalize what had only been an internal thought process. This is highly individualist and enables that unique modeling spoken about in the initial question.
I agree with Paul that this speaks to the idea of constructivist learning in that mindtools, in general, allow personal representations of learning to be evidenced.
In what way does any of these mindtools model the world? Or, what different kinds of thinking are used when we use different mindtools to model the world?
Mindtools, Moodle and our competitors
Just thinking about what Jonassen is saying and thinking how it relates to the evolution of our offerings. EF (our competitor) is using their product Efekta to "teach" students, as Jonassen says in his forst paragraph on page 82. the technology is judging the students' responses and determining how well the students have understood or remembered.
With our adoption of Moodle, we're allowing ourselves the freedom and flexibility to adapt our offerings to allow students' minds to be engaged in different kinds of thinking.
With our adoption of Moodle, we're allowing ourselves the freedom and flexibility to adapt our offerings to allow students' minds to be engaged in different kinds of thinking.
Saturday, March 14, 2009
Experiences with tools-summary to date
Since I'm somewhat behind, I think it best to summarize here what I've been doing with the tools to date:
WebQuests-haven't done any actual work with these yet but I see tremendous potential for our ESL students, particularly when used with Smart Boards. I've investigated the SDSU site and there are lots of ESL Web Quests available.
Blogs-Hadn't used a blog before this course. I can see where they would be useful in ESL teaching for student journals. However, I don't see them as useful as, for example, a wiki, for collaborative work. I did use the blog as a central tool for information for our tragedy and that was somewhat collaborative. However, it was used for an extremely short period of time and for that reason it was successful. It was also somewhat collaborative. It does help me organize my thoughts and keep the completion of assignments organized, which is a good thing. I can see where it's useful for the teachers in the same way, though the teachers have a lot of blogs to look through.
Wiki's-my new essential tool. I'd had limited exposure to wikis before this course. I'd started one or two wikis as collaborative tools. However, during this course, and in particular using the course wiki, I've become more fluent in the uses, the benefits and the limitations.
Google docs-Have had limited exposure but I see tremendous potential here too. See other blog post about this. I don't see the immediate application of the spreadsheet application for ESL but I need to think that through a bit.
Flikr-anything with pictures works well in an ESL environment. There are so many ways teachers can exploit this tool they are too numerous to mention. I've had limited personal experience, again, with this but enough to begin to think how we can use it in class.
Webspiration-I've used this to collaborate with colleagues in other parts of the US and other parts of the world. We're in the midst of piloting our "digital classroom", a class where students will use their PC's in the classroom to interact with the teachers in real time. There are training, logistical and technical issues to deal with. The Webspiration has allowed us to brainstorm.
Delicious-a great personal productivity tool for me to date. I've used it in this sense so far and am only beginning to consider how teachers can use this with their classes.
WebQuests-haven't done any actual work with these yet but I see tremendous potential for our ESL students, particularly when used with Smart Boards. I've investigated the SDSU site and there are lots of ESL Web Quests available.
Blogs-Hadn't used a blog before this course. I can see where they would be useful in ESL teaching for student journals. However, I don't see them as useful as, for example, a wiki, for collaborative work. I did use the blog as a central tool for information for our tragedy and that was somewhat collaborative. However, it was used for an extremely short period of time and for that reason it was successful. It was also somewhat collaborative. It does help me organize my thoughts and keep the completion of assignments organized, which is a good thing. I can see where it's useful for the teachers in the same way, though the teachers have a lot of blogs to look through.
Wiki's-my new essential tool. I'd had limited exposure to wikis before this course. I'd started one or two wikis as collaborative tools. However, during this course, and in particular using the course wiki, I've become more fluent in the uses, the benefits and the limitations.
Google docs-Have had limited exposure but I see tremendous potential here too. See other blog post about this. I don't see the immediate application of the spreadsheet application for ESL but I need to think that through a bit.
Flikr-anything with pictures works well in an ESL environment. There are so many ways teachers can exploit this tool they are too numerous to mention. I've had limited personal experience, again, with this but enough to begin to think how we can use it in class.
Webspiration-I've used this to collaborate with colleagues in other parts of the US and other parts of the world. We're in the midst of piloting our "digital classroom", a class where students will use their PC's in the classroom to interact with the teachers in real time. There are training, logistical and technical issues to deal with. The Webspiration has allowed us to brainstorm.
Delicious-a great personal productivity tool for me to date. I've used it in this sense so far and am only beginning to consider how teachers can use this with their classes.
Experiences with tools-Google Docs
In my role I am responsible for the coordination of our accreditation. The accreditation process requires each of our eight centers to write a self-analytical report. I have created a series of compliance teams to collaborative write the reports. I introduced Google Docs as the tool of choice to use for this task.
The only problem is that I must now convince our IT people that this is a worthwhile tool. All personal email is blocked on our staff computers, which is incredibly irritating. We are treated like children who will be irresponsibly playing online-sorry, small bit of venting there.
I see this as an opportunity to educate our IT folks about what we do and where we are heading with technology. However, it's a stumbling block that I hadn't anticipated.
The only problem is that I must now convince our IT people that this is a worthwhile tool. All personal email is blocked on our staff computers, which is incredibly irritating. We are treated like children who will be irresponsibly playing online-sorry, small bit of venting there.
I see this as an opportunity to educate our IT folks about what we do and where we are heading with technology. However, it's a stumbling block that I hadn't anticipated.
Getting connected
I've spent the past few days being sure I've tagged things properly, added groups, and added contacts where need be for all of the tools, Flikr, and delicious primarily. This alone is quite a time-consuming task. At this point I feel as though I'm just getting familiar with functionality and haven't had the luxury of time to consider thoughtfully how these tools will help people, staff and students, think. I'm expecting that the first half of this course is designed specifically this way and that the second half will be more reflection and thinking. I hope so anyway.
Sunday, March 8, 2009
Course observations to date
I am feeling somewhat overwhelmed with the new technologies. I'd been able to keep up a bit but am feeling a bit behind, most likely because I haven't had time over the past 2 weeks to devote to school work because of the tragedy. I also wish I were actually teaching so I could try some of these things in class. I am finding the tools useful for collaboration with colleagues though.
Wednesday, March 4, 2009
Community building with blogs
What do you think of the sites Jonassen mentions? In what ways could they build community? Do you have experience using any of them -- or maybe any others like them?
Post reply
I have used blogs and wikis for community building, both of which are mentioned by Jonassen.
Blogs
We recently experienced a terrible tragedy at one of our schools. 4 students and one teacher were killed in a car accident. The students were from 3 different countries.
As the central information point person for the crisis, I found myself with bits of paper containing critical information all over my desk. I also had to report to several different stakeholders around the world on the current situation several times per day.
I decided to create a blog with all of the critical information everyone needed to know. This consolidated the information in one place, easily accessible from any PC or Blackberry.
This blog served not only to get the same information out to all interested parties, it also allowed us at the school to receive support from afar in supportive posts from our colleagues. It created a feeling of community even with the participants being as far away as Sydney and Hong Kong.
Wikis
I have used wikis to build communities of practice for my staff and teachers. We operate 8 schools in the US and more in the UK, Australia and New Zealand.
Our curriculum is standard across all centers and until recently, teachers in individual centers have worked in isolation. I created a national teachers wiki so teachers in centers around the world can communicate with other teachers teaching the same curriculum. They can share ideas, aks questions of each other and share resources.
I've found that only some teachers are interested in participating. Some see it as yeat another thing they have to do for their jobs. It's interesting that they see it this way as there is no requirement to participate. My expectation was that they would love it and use it but that's been only partially true.
Post reply
I have used blogs and wikis for community building, both of which are mentioned by Jonassen.
Blogs
We recently experienced a terrible tragedy at one of our schools. 4 students and one teacher were killed in a car accident. The students were from 3 different countries.
As the central information point person for the crisis, I found myself with bits of paper containing critical information all over my desk. I also had to report to several different stakeholders around the world on the current situation several times per day.
I decided to create a blog with all of the critical information everyone needed to know. This consolidated the information in one place, easily accessible from any PC or Blackberry.
This blog served not only to get the same information out to all interested parties, it also allowed us at the school to receive support from afar in supportive posts from our colleagues. It created a feeling of community even with the participants being as far away as Sydney and Hong Kong.
Wikis
I have used wikis to build communities of practice for my staff and teachers. We operate 8 schools in the US and more in the UK, Australia and New Zealand.
Our curriculum is standard across all centers and until recently, teachers in individual centers have worked in isolation. I created a national teachers wiki so teachers in centers around the world can communicate with other teachers teaching the same curriculum. They can share ideas, aks questions of each other and share resources.
I've found that only some teachers are interested in participating. Some see it as yeat another thing they have to do for their jobs. It's interesting that they see it this way as there is no requirement to participate. My expectation was that they would love it and use it but that's been only partially true.
Unit IV
One of our jobs as teachers is to decide which tools are better for which educational purposes. To do that we need to be clear about the properties of our tools -- what they afford and constrain us from doing. That is, what does the tool let us do that we couldn't do without it; and what does it prevent us from doing that we could do without it.
So, to start, let's think about and suggest some affordances and constraints of a couple of communication tools: instant messaging, email, blogs, and discussion boards like this one. Anyone who has thoughts about any of them, please describe some properties of any of them.
Instant messaging
This tool encourages students who might be reluctant to speak out in class to participate in discussions in a way that is comfortable for them. Culture often prevents students from contributing to group response exercises or from speaking out when not specifically called upon to answer.
Teachers can also provide small bits of feedback to a student in a private way, without drawing the attention of the whole class.
Instant messaging between teacher and student and students with each other, helps to equalize cross-cultural classes. These are things that the tool affords that would not be equally accomplished without the tool.
So, to start, let's think about and suggest some affordances and constraints of a couple of communication tools: instant messaging, email, blogs, and discussion boards like this one. Anyone who has thoughts about any of them, please describe some properties of any of them.
Instant messaging
This tool encourages students who might be reluctant to speak out in class to participate in discussions in a way that is comfortable for them. Culture often prevents students from contributing to group response exercises or from speaking out when not specifically called upon to answer.
Teachers can also provide small bits of feedback to a student in a private way, without drawing the attention of the whole class.
Instant messaging between teacher and student and students with each other, helps to equalize cross-cultural classes. These are things that the tool affords that would not be equally accomplished without the tool.
Sunday, February 15, 2009
Sunday, February 8, 2009
- When computer networking became available, some educators started writing about cooperative learning over a distance. But many educators who used cooperative learning objected that this kind of activity could occur only in person. This idea may seem quaint now, but it was a real concern, and networking was a real shift in thinking. Now we probably all would agree that people can work collaboratively over the Web. But there are still things to think about: What are the differences between f2f (face-to-face) and distance collaboration? In what ways do these differences change the experience -- for better or for worse?
- Another course of ours considers equity issues very closely. But we should still think about them here. Some people have already brought up the fact that some students have more access to hardware and software, or to better hardware and software, than others. What are the implications of these differences? And beyond equipment, as we will find, there are skills and dispositions necessary to use Web 2.0 tools well collaboratively.
Differences in f2f and distance collaboration:
At this point I can only speak from personal experience in both being a student in online courses and being an online collaborator. I feel that it's important to observe my own work and experience with online collaboration to be better able to understand how our students and my staff will learn and collaborate online.
Collaborating over a distance allows each team member to economize their time and work wherever they happen to be, whenever it's convenient for them. It's efficient in that arrangements to meet are minimized and/or eliminated, traveling to meet with collaborators is eliminated and actual work time is maximized.
What it doesn't allow is collaborative free thinking and tossing around and working through ideas. I work with colleagues in the UK and Australia. We do quite a bit of online collaboration. We recently met in the UK and spent 2 full days which were immensely fruitful. The online collaboration could not replace what we accomplished in person. The feeling of teamwork is minimized in an online-only environment. This may or may not be an issue.
Thursday, February 5, 2009
new use for this blog
Use it as a scratch pad, can cut and paste text from discussion board and work out thoughts here. Also can use it to keep track of assignments
Tuesday, February 3, 2009
Course readings
Just found the course readings folder, hadn't seen that before and there are some good resources in there.
Course readings
Just found the course readings folder, hadn't seen that before and there are some good resources in there.
Useful tools
I've already begun to incorporate some of the tools we're using here in my work. I need to develop an online course so using Blackboard here, actually being a student and using it, is helpful in thinking about how to approach that task. Also, PBwiki. I've been a user but suddenly I've got tons of wikis and am using them to both collaborate and to organize projects. And I'm using this blog thing, which I've resisted!
Useful tools
I've already begun to incorporate some of the tools we're using here in my work. I need to develop an online course so using Blackboard here, actually being a student and using it, is helpful in thinking about how to approach that task. Also, PBwiki. I've been a user but suddenly I've got tons of wikis and am using them to both collaborate and to organize projects. And I'm using this blog thing, which I've resisted!
Saturday, January 24, 2009
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